Job Satisfaction, Leadership Style, Work-Life Balance, and Career Development Opportunities: A Structural Model on Faculty Retention

This study examined the factors influencing faculty retention, focusing on job satisfaction, leadership style, work–life balance, and career development opportunities. Using quantitative methods and Structural Equation Modeling (SEM), the research analyzed the relationships among these variables to determine their predictive influence on faculty members’ intention to remain in the institution. Findings revealed that faculty generally reported high levels of job satisfaction, positive perceptions of participative leadership, balanced work–life conditions, and strong support for career development initiatives. Among these factors, career development opportunities, particularly promotions and professional growth initiatives, emerged as the strongest predictors of retention. Supportive work environments, effective leadership practices, and manageable workloads also demonstrated significant positive relationships with faculty commitment. Conversely, directive leadership showed a negative influence on retention. The SEM results confirmed an excellent model fit, validating the robustness of the proposed relationships. Faculty retention is best sustained through strategic investments in career advancement, supportive leadership, and positive work conditions. These findings led to the development of the Pimentel Faculty Retention Model, which emphasizes career development as the central driver of long-term faculty commitment and institutional loyalty.